The influence of social support and empowerment on physical exercise behavior in university students: A self-determination theory perspective

Abstract

This study investigates the synergistic effects of interpersonal relationships, social support, and exercise empowerment on promoting physical activity behavior change among 1530 non-athletic university students through a self-determination theory framework. Mixed-methods analysis revealed that social support (β = 0.28, p < 0.001) and exercise empowerment (β = 0.21, p < 0.05) serve as dual mediators, explaining 39 % of variance in behavioral change stages, with their interaction exhibiting synergistic enhancement (ΔR² = 0.06, p < 0.05). Path analysis identified three core mechanisms: direct impacts on exercise intention (β = 0.35) and self-efficacy (β = 0.29), indirect mediation of peer network effects on behavioral maintenance (Bootstrap CI: 0.11–0.23), and moderated moderation where relationship quality amplified intervention efficacy (ΔR² = 0.09, p < 0.01). Theoretical integration demonstrated that social capital enhances empowerment and intrinsic motivation through interpersonal connections. Practical implications suggest multi-level interventions targeting peer-supported communities (Cohen's d = 0.72), empowerment curricula with autonomy-supportive feedback (d = 0.65), and relationship counseling (d = 0.68) could achieve comparable outcomes to established exercise programs. Despite cross-sectional design limitations and self-reported data, this study innovatively validates latent variable modeling and effect size quantification, providing evidence for integrating social-emotional learning into university health promotion. Methodologically, it advances precision intervention development through validated mechanisms and actionable strategies supported by empirical metrics.